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Terminology Review
Psy 420
Andrew Ainsworth
Concept review
Research Terminology
Variables

IVs and DVs
• Independent variables



are controlled by the experimenter
and/or are hypothesized to influence other variables (e.g.
DV)
and/or represent different groups or classifications
participants belong to (either assigned or ascribed)
• Dependent variables are what the participants are
being measured on; the response or outcome variable
• Think of them as “input/output”, “stimulus/response”,
etc.
• Usually represent sides of an equation
Variables

Qualitative vs. Quantitative
• Qualitative variables are those that change
in quality or kind

(e.g. male/female, ethnicity, etc.)
• Quantitative variables are those that change
in amount
Variables

Continuous, discrete and dichotomous
• Continuous data
smooth transition from one to the other rather
than in steps,
 can take on any value in a given range
 the number of given values in the range are only
limited by the precision of the measuring
instrument (can be infinite)

Variables

Continuous, discrete and dichotomous
• Discrete
Categorical
 Limited amount of values
 And always whole values

• Dichotomous

discrete variable with only two categories
Variables

Continuous, discrete and dichotomous
• Continuous to discrete
often for the sake of simplicity continuous data
is “dichotomized”, “trichotomized”.
 Often because people are obsessed with anovas
or some other stat they are accustomed to (chisquare, etc.)
 Doing this will reduce your power and cloud
your interpretation
 Reinforce use of the appropriate stat at the right
time

Variables

Continuous, discrete and dichotomous
• Which type of data you have will decide what type
of analysis you should or at least can use
• Much of the differences in the chapters in this
book have to do with what kind of data your
dealing with (plus how it’s collected and other
things)
Levels of Measurement




Nominal – Categorical
Ordinal – rank order
Interval – ordered and evenly spaced; changes in the
construct represent equal changes in what you are
intended to measure
Ratio – has absolute 0; a true absence of the trait.
• y(I, R) – one sample t-test
• y(O, N) – one-way chi-square
• y(I, R) and x(O, N) – two sample inde. t-test, one-way
ANOVA
• 2 xs (O, N) – two-way chi square
• The last two are usually grouped together and treated as
“continuous”.
Types of input or treatment


Qualitative input – sex (male/female),
ethnicity, treatment groups, etc.
Quantitative input – age groups, weight
classes, years of education, etc. These can be
quantitative categories (e.g. ANOVA) or
continuous predictors (e.g. regression).
Types of output or outcome measure


Output variables can also be discrete, ordinal or
continuous.
Research using continuous outcome measures will be
the focus of this class.
• These outcomes measure the amount of something and also
track the degree the amount changes between groups or
time periods.


Analyses of discrete or ordinal data is usually limited
to analyses like a chi-square test or other nonparametric tests.
Ordinal data can be treated as continuous as long as
there are enough categories (7 or more) and it is
believed that there is an underlying continuum.
Number of outcomes


Number of outcome measures changes the type
of analysis you would use.
Univariate, Bivariate, Multivariate
• Uni - only one DV, can have multiple IVs; this is
what we’ll cover in this class
• Bivariate – two variables no specification as to IV
or DV (r or 2)
• Multivariate – multiple DVs, regardless of number
of IVs; covered in psy 524
Experimental vs. Non-Experimental
• Experimental – high level of researcher control, direct
manipulation of IV, true IV to DV causal flow
• Non-experimental – low or no level of researcher
control, pre-existing groups (gender, etc.), IV and DV
ambiguous
• Experiments equal higher levels of internal validity
(freedom from confounds), non-experiments typically
will have higher generalizability (external validity)
• All of the stats we’ll discuss can be applied to data
collected in both experimental or non-experimental
settings
• Causality in research is decided by the research design,
you can apply sophisticated data analysis to crappy data
and you still get crappy results
Types of research designs

Continuous outcomes (what we’ll cover
in this course)
• Randomized (between) groups
One-way between groups fixed effects ANOVA
 Factorial between groups fixed effects ANOVA

• Repeated measures (within groups)
One-way within groups design
 Factorial within groups design

• Mixed between and within groups

Mixed ANOVA
Types of research designs

Continuous outcomes (what we’ll cover
in this course)
• Adjusting for other variables

Analysis of Covariance
• Pilot testing and incomplete designs
Latin squares designs
 Screening and incomplete designs

• Analyses of non-fixed effects

Random effects ANOVA and generalizability
Types of research designs


Ordinal outcomes – non-parametric tests
(Wilcoxon rank sum test, Sign test, etc.)
Discrete outcomes
• Chi-Square
• Log-linear Models
• Logistic Regression

Time as an outcome
• Survival Analysis
Statistics Review

Statistic vs. Parameter
• Statistics describe samples
• Parameters describe populations
• Statistical inference



Often statistics are used to estimate
parameters (this is statistical inference)
The process of making decisions
(inferences) about populations based on a
sample of participants.
Researcher sets up two hypothetical states
of reality
Measures of central tendency
and dispersion

Central Tendency
• Mode – value with highest frequency
• Median – value in the center of the
distribution
• Mean – Average value

For continuous variables
X

X 
N

For dichotomous variables
•
•
•
•
1 positive response (Success) P
0 negative response (failure) Q = (1-P)
MEAN(Y) = P, observed proportion of successes
VAR(Y) = PQ, max when P = .50, variance
depends on mean (P)
Measures of central tendency
and dispersion

Dispersion – spread of a distribution
• Range – Max minus min
• Deviation
n
deviation   ( X i  X ), problem is this equals 0
i 1
So often each deviation from the mean is squared,
n
2
(
X

X
)
 i
i 1
Measures of central tendency
and dispersion

Dispersion – spread of a distribution
• Variance


X
 i 
n
n
2
2
 i 1 
(
X

X
)
X



i
i
n
sample Variance  i 1
; comp formula i 1
n
n
n
2


X
 i 
n
n
( X i  X )2
X i2   i 1 


n
estimated population Var  i 1
; comp formula i 1
n 1
n 1
n
2
Measures of central tendency
and dispersion

Dispersion – spread of a distribution
• Standard Deviation – dispersion of a
single sample
n
sample SD 
(X
i 1
i
 X )2
n
; comp formula
n
estimated population SD 
(X
i 1
i
 n

  Xi 
n
X i2   i 1 

n
i 1
n
 X )2
n 1
; comp formula
2
 n

  Xi 
n
X i2   i 1 

n
i 1
n 1
2
Measures of central tendency
and dispersion

Dispersion – spread of a distribution
• Standard Error – dispersion of a
sampling distribution of means
SDn1
SX 
n
Relationships between variables

Both variables discrete
• Chi Square

“Goodness of fit” test – one-way test
 
2


o  e
e
Contingency tables
Expected values can be given
Or estimated
R *C
e
T
Both Variables Continuous

Correlation – non-directional
relationship
• Degree of co-relation
• Range from -1 to positive 1
• Positive vs. Negative Correlation
• Computational formula
r
 XY  ( X )( Y )  / N

( X )  
( Y )
 X 
  Y 
2
2

2
N

N
2



Both Variables Continuous

Regression – directional relationship
Y '  bx  a
XY  ( X )( Y )  / N

b
( X )
X 
2
2
N
a  Y  bX
Discrete predictor,
continuous outcome

z-test
• Z-scores
z  xx
SD
• Z-test, when sigma is known
x


z
X
Discrete predictor,
continuous outcome
Z-test

•
•
•
•
Assumes that the population mean and
standard deviation are known (therefore not
realistic for application purposes)
Used as a theoretical exercise to establish tests
that follow
Samples can come from any part of a
distribution with a given probability, so taking
one sample and comparing to the population
distribution can be misleading
Sampling distributions are established; either
by rote or by estimation (hypotheses deal with
means so distributions of means are what we
use)
Hypothesis Testing and Z
Decision axes established so we leave little
chance for error
• Type 1 error – rejecting null hypothesis by mistake
(Alpha)
• Type 2 error – keeping the null hypothesis by mistake
(Beta)
“H0”
1-α
“HA”
α
1.00
β
1
-
β
1.00
Reality
H0
HA
Your
Decision
Reality
H0
HA
Your
Decision

“H0”
.95
.16
“HA”
.05
.84
1.00
1.00
Hypothesis Testing and Z
Power and Z


Power is established by the probability of rejecting
the null given that the alternative is true.
Three ways to increase it
• Increase the effect size
• Use less stringent alpha level
• Reduce your variability in scores (narrow the width of the
distributions) more control or more subjects


“You can never have too much power!!” – this is not
true
t-tests are realistic application of z-tests because
the population standard deviation is not known
(need multiple distributions instead of just one)
Discrete predictor,
continuous outcome

one sample t-test – when sigma is
unknown and has to be estimated
X 
t
SX
Discrete predictor,
continuous outcome

independent samples t-test
XA  XB
t=
sX A  X B
s
2
pooled
(nA  1) s  (nB  1) s

nA  nB  2
sX A  X B 
2
A
s
2
pooled
nA

s
2
pooled
nB
2
B
Discrete predictor,
continuous outcome

dependent samples t-test
Xd  0
t
sd
sd 
SDd
n